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Section 5: Data Analysis and Data Products. Section 6: Appendices. Download the full report NB: pages. It summarises the draft frameworks, developed by dedicated experts, for each of the assessment domains, and includes examples of the items and stimuli used to measure proficiency in the three domains.

The report provides an in-depth analysis of the results from the Survey of Adult Skills PIAAC related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving.

This report has been partially funded by the European Union. More publications. Data from the Programme for the International Assessment of Adult Competencies PIAAC will potentially add considerably to the understanding of the relationship between ageing and foundation skills.

Specifically, repeated measures will enable an analysis of whether there is skill gain and skill loss over the lifespan of cohorts and overtime between cohorts.

This is especially important because age-skill profiles observed on the basis of a single cross-section are difficult to interpret. With this as a backdrop, this paper has sought to provide an overview of what is known about age-skill profiles and to conduct an analysis that demonstrates how trend data based on repeated cross-sectional observations of direct measures of skill at the cohort level can be used to estimate skill gain and skill loss over the lifespan and over time.

A distinction is made between skill mismatch and education mismatch. These studies contain direct measures of key foundation skills as well as measures of the use of certain generic skills at work which allow for a direct measure of skill mismatch.

The analysis points to the complex ways in which mismatch is generated and the need for an accurate and up to date measure of mismatch, one that reflects the possibilities for skill gain and skill loss over the lifespan, and reflects differences in the quality of qualifications.

The largest technological force currently shaping work is the computer. Computers are faster and less expensive than people in performing some workplace tasks and much weaker than people in performing other tasks.

On the basis of an understanding of the kinds of work computers do well, it is possible to describe the work that will remain for people in the future, the skills that work requires and the way that computers can assist people in performing that work.

The conceptual framework for the assessments is described with a focus on the links between the different assessments. In addition, the paper provides a survey of the outputs of IALS and ALL including a review of the major themes addressed in the literature which has used data from these surveys as well as a brief discussion of their policy impact.

Some institutional factors are also briefly presented to discuss what is likely to be required for such a policy to exist in a particular country. However, results of key indicators like participation in learning activities often vary remarkably between different data sources.

Stating that these differences are due to varying concepts and methods is not enough. The key question is: Which figures represent reality more appropriately?

Therefore, evaluation of survey concepts and methods is crucial for international comparison of Adult Learning.

This report provides guidelines on methodological and conceptual issues. Part one covers methodological aspects while part two deals with concepts, definitions and example questions.

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